Workshop and Presentation Speakers
Guido Ballara & Paul McBride
Navigating the minefield: the employer's health and safety obligations during investigation of alleged poor performance or misconduct.
An employer faced with a staff member with potential poor performance, or one who has allegedly committed misconduct or serious misconduct, is required to act in good faith and as a fair and reasonable employer could act in all of the circumstances at the time.This can be a minefield.
Where one adds in potential illness or injury, risks or consequences can escalate should the employer push on regardless of these, or of its obligations to provide a healthy and safe workplace. The focus of this workshop is about, using the facts of the Employment Court’s FGH case, and similar factual scenarios, exploring what a fair and reasonable employer could do where faced with an employee who responds that they are unwell or injured, or where the employer knows (or reasonably should know) or suspects this to be the case.
Guido has worked as an employment lawyer for over 18 years, having specialised in employment law since 2003. Before joining the firm in 2005, Guido was a Solicitor in the employment team of Minter Ellison Rudd Watts in Wellington. Guido advises across all areas of employment law, represents clients at mediation and appears as counsel in the Employment Relations Authority, Employment Court, in the District and High Courts, as well as in the appellate courts. Guido has also provided training and presented seminars to clients on employment law issues. He also has personal sector experience, having been on a school board of trustees.
Paul was admitted to the bar in 1993, after working as Judges Clerk for the (now) Employment Court for four years. Paul was employed by the Department of Labour for five years before entering private practice. Paul has specialised in employment law and ACC work (primarily for ACC itself) since being admitted. In practice, Paul works with many public organisations including Departments, Crown Entities, and other Boards including Health and Education Sector on employment and ACC related matters. He also has personal sector experience, having been on a school board of trustees.
Doreen Bailey
Niho Taniwha: improving teaching and learning for ākonga Māori - a practical workshop
Dr Melanie Riwai-Couch’s recently published book, Niho Taniwha, acts as a wero for educators – it is possible to make a significant difference as an individual teacher, a department, a school and the education system so that ākonga Māori can thrive. In this practical workshop Doreen Bailey will take you through practical strategies you can use in your teaching and leadership practice. Melanie’s vision is that we make Māori educational success the norm, rather than the exception. Are you up for the challenge?
Doreen Bailey (Ngāti Manu, Te Aupouri, Tūhourangi) is a former tumuaki of a dual medium kura, Taipa Area School and in a former life was a teacher of mathematics and numeracy. She currently leads the Niho Taniwha cultural capability professional learning programme offered by Evaluation Associates | Te Huinga Kākākura Mātauranga.
Miriama Barton &
Angela O'Donnell-King
What Kaiako Māori (i nga kura tuarua), have to say!
One of the strategic goals for PPTA Te Wehengarua (2022-2026),’increase engagement in Māori medium settings.
’Kaihautū Māori report the findings of ongoing research with Kaiako Māori on the following Kaupapa: How PPTA Te Wehengarua can better engage with kaiako Māori, views about the establishment of a te reo Māori subject association, the formation of a te reo a rohe taskforce and discussion about the culturally responsive claims.
Tākina te kawa mai tawhiti ki ngā tangiwai tuku iho o ngā mātua tūpuna ko te waiora o te Atua te mātāpuna o te ora, te mōhio o te maungarongo. Tihei ki te rangi mauri ora ki te whenua.
E ngā mana, e ngā reo, e ngā karangatanga maha o tūpuna, tēna kōutou i roto i ngā huringa o te wā, ki te hunga kua wehe nei i te whitiki o mauriora, e hinga mokemoke nei i te mate weriweri, e rērere ana ao po, ao po, ki tēna pito, ki tēna pito kā nui te mihi kau ki ngā whānau kua māhue muri nei tangi wēwēhe ai i ō tātou mate hūhua. Haere rā i ngā mate kia pōwhiringia e te rau aroha, mā kōtuku rerenga tahi kōutou e arahi ki te ahurewa tapu o Io.
Nō Ngātiwai ki Whangaruru me Te Whānau-ā-Ruatapare au.
Ko Miriama Barton tōku ingoa.
Ko au tētahi o ngā Kaihautū ki te tari ō Te Wehengarua ō PPTA.
He uri āhau nō Ngāti Raukawa me Ngāi Tahu. He Kaihautū Māori tōku mahi i PPTA Te Wehengarua. I was LOL English working in Te Taitokerau before joining PPTA Te Wehengarua last October. I taught for over twenty years and now I work for teachers. Tēnā tātou katoa, Angela O'Donnell-King
Kim Bonnington
The Professional Growth Cycle (PGC) for Teachers - “Growing Together”
With members of the profession, the Teaching Council Aotearoa NZ is pleased to co-present this event. Since February 2021 teachers|kaiako (teachers) have been collaborating with colleagues to drive professional growth against Ngā Paerewa|The Standards for the Teaching Profession within their settings. Schools and kura have reported increased freedom for teachers to work together to pursue professional learning and growth which makes significant difference for their learners. This co-presentation will use example from practice in 2021/2022 to demonstrate particularly how teachers are:
- Facilitating a common understanding of the Standards or Paerewa in their own context
- Engaging in professional learning using the Standards or Paerewa to advance their understanding of the relationship between their professional practice and outcomes for learners
- Using opportunities to discuss and receive feedback on their practice including observation
Kim Bonnington has worked in the secondary education sector for 23 years as a teacher, HOD and Dean. She was a Curriculum Facilitator (Arts) on the Secondary Achievement Contract with Education Support Services at Otago University and then on the PCT/Mentor contract. Kim has served for one and a half years at Matatū Aotearoa | Teaching Council as Practice Lead for the competence review and in the Rauhuia leadership space, the Professional Growth Cycle, and as a Professional Practice Evaluator for teacher competence issues.
Ria Bright
Climate strike experiences: Youth voice informing secondary schooling in Aotearoa New Zealand
This presentation will offer more detail into why and how secondary schools can effectively incorporate holistic climate change education into their kaupapa. An effective and truly future-focused education system in Aotearoa New Zealand needs to prioritise the role that education plays in transitioning communities towards an equitable zero-carbon society. Imagine the societal impact if every secondary school student left school with an understanding of climate change and the motivation to appropriately mitigate, adapt and innovate to the associated challenges, no matter where they lived or what field they worked in.
Ria (Maria) Bright is a doctoral student at Waikato University and is researching what educators may learn from the 2019 climate strikes to improve climate change education and sustainability education in secondary schools. Ria's experiences as a secondary school teacher in Northland prompted this research. Ria also works with schools to facilitate learning outside the classroom that enhances kaitiaki and understanding in ecological restoration.
Nicola Bright & Keita Durie
Ngā whai painga o Te Ao Haka - The positive impacts of Te Ao Haka for ākonga, whānau, and kaiako
Ngā whai painga o Te Ao Haka: The positive impacts of Te Ao Haka for ākonga, whānau, and kaiako is a kaupapa Māori research study conducted in 2022 that set out to understand what benefits and changes can occur for ākonga Māori, whānau, and kaiako when a subject such as Te Ao Haka—that is grounded in te Ao Māori and centres Māori culture, language and identity, knowledge systems, and iwi traditions—has mana ōrite or equal status within NCEA and The New Zealand Curriculum (NZC). The research involved interviews with participants in five schools and kura that had participated in the Te Ao Haka pilots in 2021 and 2022. We found that participation in Te Ao Haka has clear benefits for ākonga, whānau, and kaiako that centre around Māori culture and identity, te reo Māori, hauora and wellbeing, and educational achievement
Nicola Bright, Tūhoe, Ngāti AwaBorn in Tūranganui ā-kiwa, I’ve spent most of my adult life living and working in Te Whanganui-a -Tara. My main marae, belonging to my hapū Ngāti Rongo, is Owhakatoro marae in Rūātoki. I am a Kairangahau Matua at NZCER where I have worked for the past 11 years. Supporting reo Māori revitalisation through my work, and in my personal life is a life-long passion. My current research interests include reo Māori revitalisation in education, Aotearoa New Zealand’s Histories, identity and wellbeing. Recent publications include the reports He reo ka tipu i ngā kura: Growing te reo Māori in schools and Manaakitia ngā tamariki kia ora ai – Supporting children’s wellbeing which are available on the NZCER webpage.
Ngāti Kauwhata, Rangtāne, Ngāi te rangiI grew up on my marae, Aorangi, in the Manawatū rohe and just last year (2022), after having three tamariki, I decided to return home. Prior to working as a kairangahau Māori at NZCER, I’ve been a registered teacher for the past six years where I’ve worked in rūmaki units in both Tauranga Moana and Whangārei. Last year, I completed my Professional Inquiry for a Master of Māori Education degree, and it was then when I developed an interest in rangahau Māori. My interests include: te reo and tikanga Māori, Māori Education and Māori models of education, and kaupapa Māori.
Rosamund Britton
Creating a Sense of Belonging for Learners – The Case of a Secondary School in Aotearoa New Zealand
Rosamund is passionate about pastoral leadership and interested in how secondary schools value the wellbeing of young people and nurture a sense of belonging for all. She has recently completed her Masters research as a case study examining the efforts one secondary school was making at the beginning of their change to a deliberate focus on belonging, including the perspectives of the Year 9 learners, teachers, and leadership team.
Peggy Burrows
New Paradigms of Hautūtanga/Leadership: Kaupapa Māori Principles for Principal
This paper explores finessed educational hautūtanga/leadership that has at its heart deliberate strategies to avoid the marginalisation so often experienced by rangatahi Māori in the AotearoaNew Zealand state funded education system.
Dr Peggy Burrows currently leads Haeata Community Campus, a large modern learning environment located in East Christchurch. Haeata was built after the devastating earthquakes of 2010 and 2011and is a unique Urban Area School catering for ākonga/students from Years 1 - 13. Peggy was appointed as a Justice of the Peace at age 33 and served on the bench in the District Court as a member of the Deportation Review Tribunal for over a decade. For the past forty years Peggy has been the Business Manager for Burrows Harness Racing Stables, a family business owned in partnership with her husband, public trainer Donald Burrows. Peggy is an Associate with AMINZ, and has over three decades of mediation, governance and leadership experience at senior levels in Education, Law, Conservation and Animal Welfare. Peggy's first love is education, a field she has worked in for the past 40 years. She is a lifelong learner and completed her PhD in 2018, with a research focus on kaupapa Māori principles of leadership. Peggy brings a professional clarity to her work in education, business, disputes resolution, mediation, advocacy and adjudication. Most importantly Peggy puts people at the centre of everything she does.
Bronwen Cowie, Nick Bryant & Maurice Cheng
Exploring the potential of student, teacher and community funds of knowledge
In this presentation we will introduce the idea of student, teacher and community funds of knowledge as the knowledge and skills people have developed as part of their everyday lives. We will provide examples of how these can act as a resource that complements and enhances teaching and learning. Participants will have an opportunity to reflect on and share how they might access student and community funds of knowledge, and the personal connections they have that could support them with this. As part of this activity participants will be supported to consider what funds of knowledge and experience they have that they could incorporate into the curriculum
Bronwen Cowie is a Professor and the Associate Dean Research in the Division of Education, The University of Waikato. Her research is focussed on classroom interactions and learning, with a particular interest in assessment for learning in science and technology classrooms. She has worked with teachers to explore culturally responsive pedagogy and assessment in science classrooms. This led to an interest in the funds of knowledge that students, teachers and community members have to contribute to the curriculum. She is currently investigating the experiences of beginning teachers and the possibilities for place-based education that fosters students' 'possible selves'.
Nick Bryant was Head of Science at Hillcrest High School for the duration of this project. He was interested in addressing issues of disparate achievement and retention particularly focussing on our Maaori students. This project was also informed by Nick’s MEdLM findings which potentially could affect planning practices to improve teacher satisfaction and retention in our profession. Nick is currently Deputy Principal of Matamata College.
Maurice M.W. Cheng is an Associate Professor and Deputy Head of School in the Division of Education, The University of Waikato. His research interest is student affective and cognitive aspects of learning science, in particular, in the areas of socioscientific issues and the intersections of science and culture. He has been involved in Trends in International Mathematics and Science Study (TIMSS) for two decades, and as the National Research Coordinator (Science) of TIMSS Hong Kong study 2019. He also serves in the Extended Science Expert Group for OECD’s PISA (Programme for International Student Assessment) 2024 and advises on the assessment framework of the study.
Richard Crawford & Grant Congdon
What the schools that we lead are learning in our destreaming journeys
Horowhenua College (2020) and Fairfield College (2021) are continuing to engage in their de-streaming journeys. This requires both schools to engage in professional learning that enables them to provide inclusive teaching and learning more effectively with the deliberate focus of optimising pathway options for all students.Our presentation covers the 'why' behind the decision to de-stream, then outlines some of our learnings in regard to mobilising stakeholders, providing supportive processes and procedures, and maintaining focus on the de-streaming kaupapa. Equipping staff to succeed in their mixed-ability classrooms is a major focus of our presentation.We do not confess to be experts in the process of de-streaming and we acknowledge other New Zealand secondary schools that are also engaging in their de-streaming journeys. We are committed to eliminating the equity disablers that we believe streaming is deliberately structured to deliver and want to share some of the lessons that the schools that we lead are learning in the hope that we can assist other secondary schools to make a more effective transformation from being a streamed to a de-streamed secondary school.
Richard Crawford: He uri ahau nō Ngāti Porou, Ngāti Kahungunu, me Ngāti Raukawa hoki. I commenced my current principal position at Fairfield College in Kirikiriroa, in 2012. Previously, I was the principal of Forest View High School, in Tokoroa, from 2007 to 2011. Since 2018, I have been the lead principal of Te Pae Here Kāhui Ako. I previously held deputy principal roles at Whakatāne High School and Ngāruawāhia High School. Strengthening school relationships with manawhenua and enabling equity for all students are educational areas of interest. Grant and I are members of the design team, led by Tokona Te Raki, to end the practice of streaming in Aotearoa.
Ko Grant Congdon tōku ingoa. Ko te tumuaki ahau i te Kāreti o Horowhenua. Horowhenua College is rich in culture with 35% Māori and 20% Pasifika. Overseeing the de-streaming of our entire college over the last 5 years has been a significant process in supporting the special kaupapa of raising Māori and Pasifika student achievement. It has been made with the Board, college management and staff all being on the same page. Richard and I are members of the design team, led by Tokona Te Raki, to end the practice of streaming in Aotearoa.
Ropata Diamond
Tikanga Māori i te Kura (Tikanga Māori in a School Context)
As kaiako how do we know if we are applying the appropriate ‘tikanga’ to situations, events, ceremonies, teaching and engagements within a school context? Nau mai ki taku whare kōrero e kīa nei ko: Tikanga Māori i te Kura. Please join me in my workshop as we traverse the forever changing seas to attain a better understanding of Tikanga Māori in a School Context.
Ki te tangi te Tūkaiaia ki te moana, ko Ngāti Wai ko te moana e haere ana. Ki te tangi te Tūkaiaia ki te tuawhenua, ko Ngāti Wai ko te tuawhenua e haere ana. Piki mai taku manu, kake mai taku manu ki te taha o te wainui, ki te taha o te wairoa ka tū te rupe ki tai ka whakakīkī, ka whakakākā. My name is Rōpata Diamond of Ngāti Wai, a privileged teacher and speaker of Te Reo Māori me ōna Tikanga.
Tara Fagan, Laura Jones & Natasha Hanara
Challenging Perspectives, Shifting Narratives - Museums supporting schools to tell Aotearoa New Zealand histories.
Aotearoa New Zealand histories is a new subject in the school curriculum which has a specific focus on events which have impacted Aotearoa and which still have an effect today. The word, ‘histories’ is deliberately used to indicate the multiplicity of perspectives on the events of the past. Indigenous, Māori voices are amplified to counter a prevailing colonial narrative. This focus is a response to requests, including from students, to not leave such learning to chance. However, many teachers feel anxious and ill prepared to facilitate these brave conversations. They want support with skills to help them navigate potentially uncomfortable discussions with students and school communities.
Museums and culture and heritage spaces are positioned well to champion these conversations. The Learning Team at the Museum of New Zealand Te Papa Tongarewa, in partnership with Evaluation Associates, are leading professional learning for teachers throughout Aotearoa to increase understanding of our country's histories and to develop critical thinking skills to support these challenging but necessary conversations.
This presentation will describe our bi-cultural approach to delivering learning and how museums can support the curriculum. Brave conversations are taking place as we draw upon museum taonga (images and objects) to reflect on Māori histories, colonisation, missing perspectives and power.
“He aha te kai a te Rangatira, He kōrero He Kōrero” (What is the food of chiefs, it is knowledge, it is communication.)
Natasha has worked in the Museum Sector since 2015 with a diverse range of roles that bring Mātauranga Māori and Kōrero Tuku Iho to the forefront of learning through storytelling, taonga and exhibition spaces. She has a passion for sharing Mātauranga Māori, showcasing its beauty and culture, and loves to create and develop learning spaces and opportunities that allows for tamariki to engage with the Māori world. Natasha has a degree in Māori Performing arts, a Postgraduate in Museum and Heritage studies and currently working towards a Masters in Indigenous Studies.
Kirsty Farrant
Supporting LGBTIQA+ students in schools
Since 2002 the PPTA Rainbow Taskforce has been working to make schools a safer and more inclusive place for LGBTIQA+ teachers and students, through the delivery of Safer Schools for All workshops in schools across Aotearoa. This workshop will describe how PPTA works in this space. It will include information about rainbow identities, about why it is important to be inclusive and a chance to workshop how this can be done.
Kirsty was a teacher for 18 years, before joining the PPTA staff. As part of her role with PPTA she delivers workshops on making classrooms more LGBTIQA+ inclusive.
Jacinta Grice
Guidelines on "How to write an ORS application"
Attendees can expect a PowerPoint presentation based on the MOE website invitation with the opportunity for questions and answers.
Jacinta is very experienced working in a secondary school with ORS funded students. She has represented PPTA on many Ministry of Education projects including the introduction of Special Education 2000, the writing and implementation of the Specialist Standards and recently the Sub-committee of the Accord on "Career Pathways for Teacher Aids" and also "The funding of Teacher Aids to Schools". Over the years she has had quite a few successful ORS applications approved and in November 2021 went to an MOE/RTLB presentation on ORS applications.
Rosemary Hipkins & Pauline Waiti
Implementing mana ōrite: a dialogue between knowledge systems
In this workshop we will introduce and discuss some of the curly questions that arose for us as we worked together on a science education paper for MOE. We were one half of a team that developed a small set of “enduring competencies” as ideas to think with when bridging between the NCEA reforms and the Curriculum Refresh. Mindful of challenges that had already arisen in addressing the mana ōrite initiative, the very first competency we shaped is titled “Drawing on different knowledge systems”. This session will explore what that could look like, and some potential traps to avoid. Although the context of our work was science education, the issues we introduce will have relevance right across the curriculum.
I have been
involved in Science and Pūtaiao development for over for 40 years in both
English and Māori language settings, including teaching at secondary and
wharekura level, and the development of both curriculum and assessment
materials, particularly for Years 11 – 13. My entire adult work life has been
informed by my belief that education for Māori needed significant change to
ensure the education of Māori, particularly in schooling, was the best it could
be.
I have been
living in Ahipara in the Far North with my Te Arawa tane below my maunga
Whangatauatia, beside my awa Te Wairoa and my moana Karirikura and my two
marae, Roma and Wainui, within my hapū of Ngātotoiti and Te Rōkeka, for 5
years. This is my father’s kainga tupu and my mother’s is 30 minutes south on
the west coast at Whangape. Ko Whakakoro te maunga moana, ko Rangiputa te
maunga whenua, ko Te Awaroa te awa, ko te wahapū o Whangape te moana, ko Te
Kōtahitanga te Marae, Ko Ngāti Haua te hapū. Ko Te Rārawa te iwi.
Michelle Johansson, Nadeen Papali’i & Samuela Siliasau
NCEA & the Pacific Values Framework
The Pacific Values Framework has been designed by the NCEA Pacific Panel to support Pacific learners to succeed in the new NCEA world. Michelle, Nadeen and Samu will work with workshop attendees to understand the whakapapa and purpose of the Framework, offering an opportunity to ask hard questions, reflect on the research underpinning the work, and to critically consider the impact the framework could have on the success of their own learners. Attendees will then have the hands-on opportunity to apply the framework to their own teaching practice.
Attendees should come to the workshop with the specific values and strengths of their Pacific learners, whānau and communities in mind, along with an achievement standard they might like to trial.
Michelle (Tongan), Nadeen (Samoan) and Samu (Fijian) are teacher educators from Ako Mātātupu: Teach First NZ, a TEO that recruits and trains extraordinary individuals to teach in schools serving communities made vulnerable by systemic inequalities. We currently have 112 students teaching over 5000 students from 65 secondary schools up and down the motu and more than 60% of current participant cohorts identify as Māori or Pasifika (compared with 13% and 4% respectively of the current secondary teaching workforce).
The three presenters are experienced secondary school teachers and tertiary educators, having served Pacific communities throughout their careers. Collectively, their training and experience is across the curriculum, with particular strengths in Maths, Science, English and the Arts. They currently serve as the Pacific Expert Reviewers for the NCEA change package.
Neil McDonald
The Power of Conversations
Neil McDonald is the Chief Executive Officer of Queensland Education Leadership Institute (QELi), an innovative not-for-profit institute committed to delivering excellence in leadership by supporting leaders and organisations to establish a strong vision, improve outcomes and lead change in their school or organisation. He has over 25 years of school system and leadership experience as a teacher, principal and Assistant Regional Director within the Department of Education. Under Neil’s leadership, QELi engages with leaders across all sectors in Australia and internationally, working closely with schools and systems to develop and deliver tailored leadership and capability professional development programs for driving collaboration and organisation improvement. Prior to commencing at QELi, Neil was Executive Director, Organisational Transformation and Capability, in the Department of Education and was instrumental in leading the Departments Teaching and School Leadership Program.
Kerensa Moloney
It takes a Village: A school-wide approach to literacy
Kerensa Moloney is Kaihautu Tuarua (Assistant HOD), Teacher in Charge of Junior English, and Literacy Co-Ordinator at Pukekohe High School. Her path into teaching was not typical. She worked in customer service and banking, then completed a Bachelor of Management (Hons) in accounting before completing a diploma in arts so that she could become an English teacher. It’s fair to say that Kerensa’s personal lens is shaped by the broad foundation of her experience and education. She takes a pragmatic and decisive approach to her leadership roles. She is also an engaging speaker and storyteller, who people enjoy listening to.
Jay Pressnell
THE TIAKI PROJECT - An interactive audio-visual project aimed at preserving and archiving local narratives and histories
The Tiaki Project is an interactive, audio/visual design practice focused on the archiving and sharing of local narratives and histories. It takes the position that the power of storytelling via the interaction with digital technology and materiality, via Maatauranga Maaori principals, has potential to connect people of all ages to their community, enhance local cultural and historical identity and raise awareness of our Tuurangawaewae.
The project aims to investigate through practice, case study investigation, discovery of rich community narratives and material experimentation, an interactive audio/visual platform which may be appropriate to the community narratives and cultural identity.
Jay Pressnell is a Visual Arts educator, designer and multi media artist based in Auckland, Aotearoa. As an educator, designer and active community member, his motivation and passion have always been steeped in an awareness of a sense of place. His own Tuurangawaewae has significance because of the initial journey from his home in the United Kingdom to coming to New Zealand with his family in 2008. Family stories, ancestry and my personal heritage have always had a significant place in his own career, both with education and within creative projects in the community where history and documenting layers of time have played an important part. Throughout his career, he has tried to document and raise awareness of cultural identity, either through my his creative practice within historical documentaries made (‘Eternal Vigilance’ (2012) and ‘A Time to dance – An Anzac Story’ - (2017) or artworks I’ve created (‘Evoke – An Audio-Visual Experience - 2012)’ and ‘For those that can fly – a multi media Interactive Experiment’ - 2016), or through the numerous educational projects and art exhibitions. He has always been a great believer in contributing to the community within which he lives, has been actively involved in many group initiatives (RSA, Ngati Tamaoho, Nga Hau E Wha, Franklin Historical Society) as well as being an active member of my school. Within school, alongside the numerous creative projects I’ve led, I’m also an active member of the PPTA within our branch, currently the Arts Faculty Representative and currently studying his masters in Design at AUT.
Lana Purdon
Youth financial leadership: Developing a sustainable leadership programme led by youth for youth to develop financial skills
This research is of significance to educators or anyone that is working with youth in a leadership capacity or peer mentorship role. It also lends support for new ideas on how secondary schools can attempt to encourage a more practical and low-risk approach to youth learning leadership skills and the content of financial literacy, with the scope to go broader. It supports youth to have a voice as to how they would like to prepare for leadership and learn the 21ˢᵗ century skills, such as, financial literacy that are needed to navigate adulthood.
Lana Purdon is a current teacher of Commerce, recent Master of Educational Leadership graduate and the author of the thesis Youth Financial Leadership: Developing a sustainable leadership programme led by youth for youth to develop financial skills. As a Commerce and Mathematics teacher she is interested in the topic of Financial Capability and how this knowledge is currently provided to secondary students in an already overcrowded curriculum and how this provision could be improved. She is passionate about students being involved in the creation of their own learning, creating an environment where we learn with and from each other and encouraging generational leaders. When not teaching and trying to discover new ideas for developing financial capability skills, Lana loves cross-stitching, gardening and running around after a very quickly growing up 2 year old.
David Staite
Leadership, mentoring and micro-credentials
Dave is the Head of Faculty for Social Science at Naenae College. He has had over a decade of experience in a variety of middle leadership roles in secondary schools. Dave has been involved in the Masters of Teaching and learning as an Associate Teacher. Whilst studying for his Masters in Education, he examined coaching and mentoring through the context of growing student teachers into effective practitioners. Currently, Dave is facilitating a micro-credentialed course on coaching and mentoring run through Victoria University in conjunction with the PPTA.
Pasi Sahlberg
Left to their own devices: Equity issues in growing up digital in New Zealand
Pasi Sahlberg is Finnish teacher, academic, and global thought-leader. He has worked as a schoolteacher, teacher-educator, academic, and policymaker in Finland, and he has advised schools and education system leaders around the world. He is a recipient of several awards for his lifelong service in education, including the 2012 Education Award (Finland), the 2014 Robert Owen Award (Scotland), the 2016 Lego Prize (Denmark), and 2021 Dr Paul Brock Memorial Medal in Australia. His most recent books are "Let the Children Play: How more play will save our schools and help children thrive" (2019, with William Doyle) and "In Teachers We Trust: The Finnish way to world-class schools" (2021, with Tim Walker). His forthcoming book (with Bill Doyle) is The Post-Digital Child: The Coming Golden Age of Low-Tech Childhood. Pasi is Professor of Educational Leadership at the University of Melbourne in Australia, and he lives in Melbourne with his wife and two sons.
Stephanie Tawha, Machelle DK, Davika Wilson
Nga Oho ake: Nga Mokopuna, Tamariki, Rangatahi, Whanau and kura. To awaken and re-engage ‘Mokopuna, Tamariki, Rangatahi and whanau in education
Stephanie Tawha active leader, educator, and disruptor in the equity for Indigenous policy, practice, curriculum, and assessment spaces. Stephanie was previously a school principal for 16 years of three diverse schools and sat on many advisory groups for the Ministry of Education/ ERO and Teachers Council. Today she is the General Manager and Whānau Engagement Education co Lead at the Te Ahiwaru Trust.
Te Ahiwaru Trust serves the interests of generations to protect the wellbeing of the whenua (land), maunga(mountains), moana (sea), awa (water ways), papakāinga (homelands) and people.
The purpose of Te Ahiwaru Trust is to provide assistance, support and general benefit to all registered members of Te Ahiwaru Trust; To promote the broad aspirations of Te Ahiwaru Trust; To ensure successful inter-generational outcomes for all uri now and, into the future.
On behalf of Taumata Koorero, Ngaa Oho Ake, Steph Tawha Te Ahiwaru / Makaurau Marae lead the development and establishment of the Nga Oho ake ‘Hub’ that maintains and nurtures the Ngaa Oho ake workforce deployment and support that reflects the needs of mokopuna, tamariki, rangatahi and their whanau.
Shaqaila Uelese & Maia Wati-Cooper
Manioro: Disrupting toxic narratives and stereotypes at Māori, Pasifika and Rainbow+ intersections
Tēnā koutou katoa, Ko Shaqaila Uelese tōku ingoa, he uri tēnei nō ngā iwi maha ōKahungunu, he uri hoki ō Hamoa. Ko tōku hoa pakihi ko Maia Wati-Cooper, he uri ia nō ngā iwi maha ō Kahungunu he uri hoki ō Rarotonga He wahine kaipakihi māua o Nevertheless NZ. Maia and I both hail from Hawkes Bay. My background is in Psychology and Counselling, having studied at Massey University and Laidlaw College. Maia holds a Bachelor of Engineering from the University of Auckland. We both identify as Takatāpui and are proud advocates for the LGBTQIA+, Rainbow communities. We founded our Mental Health non-profit in 2021 and have a special focus on destigmatizing Mental Health especially within our Māori, Pasifika and Rainbow communities.
Tamara Yuill Proctor, Kendra Greenwood, James Morris, Derek Morris
New
and Aspiring Middle Leaders in Secondary Schools
This workshop is for new and aspiring Middle Leaders. We will look at key aspects of Middle Leadership and have a PPTA Field Officer present to provide information in relation to the Collective Agreement. Aspects of Middle Leadership covered include,
• Culture and Character • Systems • Curriculum and Pedagogy • PLD
This is an interactive workshop where participants will be able to ask questions and share their experiences.
This event is organised by Conferences & Events Ltd, Wellington, Auckland, Nelson & Nationwide. We are a New Zealand business.